CAJ | 학술논문

本文以Biggs 的建构性的配合手段和Print周期性课程设计模式为理论依据，对英语专业语法课教学目的、课堂活动和评价方法进行了反思，认为现有的以终结性的测试方式和教学活动存在着不一致，建议语法课程应多采用形成性评价的方式。
본문이Biggs 적건구성적배합수단화Print주기성과정설계모식위이론의거，대영어전업어법과교학목적、과당활동화평개방법진행료반사，인위현유적이종결성적측시방식화교학활동존재착불일치，건의어법과정응다채용형성성평개적방식。
The essay surveys reflectively and critically on the designing and assessing of module 3131023-a English grammar course for English major students. It mainly falls back on Biggs’ constructive alignment and Print’s cyclical models as theoretical supporting. The final finding is that 3131023 is not very well aligned because of the contradictory between learning activity based on portfolio and traditional timed examination as summative assessment. The future recommendation is a combination of a peer assessment and journal writing.